Timothy D Bolin

I am a critical researcher who seeks to root my academic work in praxis-based community projects. Always calling Southern California home, I went to the University of Redlands where I double majored in Sociology and Philosophy; then to San Diego State where I received a Master’s in Sociology; and, finally to Chapman University where I recently completed my doctorate in Education with an emphasis in Cultural and Curricular Studies.

My PhD in Cultural and Curricular Studies is a useful blend of on-the-ground teaching strategies, teaching theory, and sociology. The degree explores tangible teaching topics such as: curriculum development and the issues facing contemporary teachers, while also exploring the sociological context of education in the United States. My research explored the relationship between community organizations and universities, addressing themes such as: inequality, organizational theory, and ethical research practices while drawing from the fields of sociology, political science, and history. The expansive scope and practical considerations of my work has positioned me to develop a unique teaching philosophy that embraces ethics, dialogue, and collaboration.

My research intersects with teaching values of equity where I look for democratic teaching strategies and hope to integrate them. Realizing this, through my research and experience working in the community I realize that that equity is not only an integral part of developing a better more democratic society but itself is a driver for student success as it facilitates learning experiences derived from local direct student experiences. My research experience has given me the chance to apply my knowledge to community needs and afforded me the opportunity to work with diverse populations. Generally, my research project focuses on the creation and maintenance of ethical relationships between universities and community NPOs and the role that these relationships may have in promoting democratic social change. Specifically, I have collaborated with a local human services and education community organization- Padres Unidos- and through analysis of their teaching practices and flat-organizational structure, I understand how democratic teaching practices and democratic organizing can affect society. Further, firmly grounded in the data, I demonstrated structural similarities between Padres Unidos and contemporary pre-figurative movements such as Black Lives Matter (BLM) and Occupy Wall Street (OWS), which focus on the democratic process in evolving change movements.

Furthermore, while conducting the research, I have refined a diverse set of qualitative and quantitative research skills into a distinct methodology. While working as an independent researcher as well as in collaboration with a community organization, I am in the process of advancing the development of an ethical methodology that endeavors to correct the inherent power differential between researchers and community members/organizations: a pre-figurative methodology. Developed from decolonizing methodology and a democratic teaching framework known as Culturally Responsive Methodology, the method applies four key principles to research: 1) reciprocity: the promotion collective interest and collaboration, 2) individual voice: the raising of marginalized voices, 3) spontaneity: the ongoing development of process, and 4) intersectionality: acknowledgement of economic, social, and political needs, or a holistic approach.